Does Locus of Control Matter for Achievement of High School Students with Disabilities? Evidence from Special Education Elementary Longitudinal Study

Autor/inn/en	Park, Yujeong; Gordon, Jason Robert; Smith, Jamie Anne; Moore, Tara Camille; Kim, Byungkeon
Titel	Does Locus of Control Matter for Achievement of High School Students with Disabilities? Evidence from Special Education Elementary Longitudinal Study
Quelle	In: Educational Studies, 46 (2020) 1, S.56-78 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2018.1534083
Schlagwörter	Locus of Control; High School Students; Students with Disabilities; Reading Achievement; Mathematics Achievement; Self Concept; Speech Impairments; Learning Disabilities; Emotional Disturbances; Adolescents; Special Education; Cognitive Ability; Cognitive Tests; Family Income; Ethnicity; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Selbstkonzept; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Learning handicap; Lernbehinderung; Gefühlsstörung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Special needs education; Sonderpädagogik; Sonderschulwesen; Denkfähigkeit; Kognitiver Fähigkeitstest; Familieneinkommen; Ethnizität
Abstract	This study aimed to investigate the association of locus of control (LOC) with reading and mathematics achievement of high school students with disabilities using data from the Special Education Elementary Longitudinal Study (SEELS). Data used in analysis for the current study included achievement and self-concepts measures from students with learning disability (n = 352), students with speech impairment (n = 112) and students with emotional disturbance (n = 220). Through hierarchical linear regression the authors evaluated LOC and its influence on reading and math achievement. Two reading measures (i.e. oral reading fluency, passage comprehension) and two math measures (i.e. calculation, applied problems) were examined, as well as the impacts of demographic factors (i.e. age, gender, ethnicity and socioeconomic status). Results showed that (a) negative correlations between LOC scale scores and achievement were identified for all three subgroups; (b) the correlation coefficients between LOC and achievement scores were similar across three subgroups; (c) the extent to which LOC and/or demographic factors influenced on achievement varied according to reading and math task, as well as disability category. Based on these findings, the role of LOC in improving academic achievement of students with disabilities and the implications to practise and future research were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01